Literacy Blogs

Blast from the Past: Do you ever wonder what the difference is between skills and strategies? Originally posted March 20, 2008; re-posted on September 28, 2017.    Recently Peter Afflerbach, David Pearson, and Scott Paris published a nifty article, “Clarifying differences between reading skills and reading strategies” in the Reading Teacher (February 2008, pp.364-373). They did a great job of that. Below I have summarized some of their major points, added some explanation of why you should care about the distinction, and showed the differences in assessment and instruction for strategies and skills. 1. There are no widely-accepted definitions of strategies and skills. To ...

Dear Dr. Shanahan: With the pressures and concerns about NCLB and working in a low socio-economic neighborhood, our school district has implemented some mandates to try to ensure the success of our students. It is sort of an interesting imbalance. First, they chose to mandate the use of the SAXON phonics program. It is required of all teachers of students in K- 2. The program teaches phonics in isolation and it takes 40 to 75 minutes to teach each day.  The second interesting situation is that we are given 4 aides that come into our rooms for an hour each day to ...

It’s not uncommon for educators to oppose high-stakes testing. Teachers and principals have personal reasons to be against such approaches: high stakes tests are more likely to be used to pressure them than on the kids who they serve. University-based scholars also tend to be against testing, but that isn’t surprising as most university professors are politically liberal and most education accountability plans emanate from conservative governments. While professors may have a knee-jerk reaction to high-stakes tests, this in no way disparages the high-quality scholarly analyses of such tests, such as the one that carried out for the National Academy ...

Differentiation, a great concept, has become a buzz word these days. It seems to mean many different things to many different people. Reading supervisors and coordinators frequently tell me about their dissatisfaction with the huge amount of whole-class teaching going on. I’ve even seen principals who have tried to increase differentiation by forbidding the use of reading textbooks (you can’t follow something lock-step with all of the kids if you don’t have anything to follow).   I certainly agree that a steady diet of whole-class instruction is almost certain to lose somebody. Kids learn at different speeds; they get confused or phase ...

In the December 10 issue of the New Yorker magazine Atul Gawande published a fascinating article about the improvement of medical practice. Although he is a physician writing about medical care, I found his insights to be surprisingly relevant to instructional issues in the field of reading.   In this article, “The Checklist,” Dr. Gawande describes the incredible complexity of Intensive Care Medicine, and the brilliance and courage of the doctors who practice it. But this was not a piece about heroic doctors, but instead explained the need to standardize and regiment such practice in order to maintain quality.   I know…. I know…. the sentences in the ...

I am often asked why I support the use of textbooks for teaching reading. It has been common in my field for those at the university to denounce the use of textbooks, and I have resisted that urge. The basic assumption seems to be that good teachers don't need textbooks, and that if you use a textbook (or core program or basal reader) you must not be a good teacher or even a very nice person.   Of course, some observers try to split the difference: "new teachers need textbooks, but experienced ones do not" is often their claim.   I think overall we ...